Determinants of Acceptance of Massive Open Online Courses

Mulik, Shrikant; Yajnik, Nilay; Godse, Manish

doi:10.1109/t4e.2016.032

Cited by 11 publications

(9 citation statements)

References 10 publications

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“…The second key UTAUT construct not supported by this study is the non-significant relationship between social influence and MOOC usage intention. This finding is supported by other studies (Chasul and Nirban, 2014; Zhou, 2015; Mulik et al , 2016) that also looked at MOOC usage and adoption within an education context. Once more the researchers argue that the non-significance of this construct highlights another key difference in the usage of information systems as compared to e-learning systems.…”

Section: Discussion Of Resultssupporting

confidence: 85%

Toward the development of a model of student usage of MOOCs

Fianu¹,

Blewett²,

Ampong

2020

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PurposeThe study seeks to investigate the factors that influence MOOC usage by students in tertiary institutes in Ghana.Design/methodology/approachAs this study sought both to test existing UTAUT variables and potentially identify additional variables impacting MOOC usage, a mixed method approach was used. The quantitative study was used to test the significance of UTAUT variables on MOOC usage while the qualitative study was conducted to validate the quantitative results and potentially determine additional factors impacting MOOC usage.FindingsThe results of the quantitative data analysis showed that computer self-efficacy, performance expectancy and system quality had a significant influence on MOOC usage intention. Facilitating conditions, instructional quality and MOOC usage intention were found to have a significant influence on actual MOOC usage. The results of the qualitative data analysis showed that information-seeking behaviour and functional Internet access were dominant non-UTAUT factors that influence actual MOOC usage, while teacher motivation was a dominant non-UTAUT factor that influenced MOOC usage intention.Research limitations/implicationsThe study employed a non-probability sampling technique which imposes limitations on the generalizability of the findings. Additionally, the study was conducted in two out of the ten geographical and administration regions of Ghana; this also imposes limitations on the generalizability of the findings.Practical implicationsIt is important that lecturers and university management find ways of motivating students to participate in MOOCs. Lecturers can influence students to use MOOCs if they regularly and persistently spur the students on to use MOOCs. Lecturers can also adopt other innovative strategies such as posting MOOC information on student noticeboards, the formation of MOOC clubs and the commissioning of MOOC champions on campuses.Social implicationsThe significance of functional Internet access in MOOC usage implies that good Internet connectivity is critical for online learning in developing countries. Regulators of Internet service providers must enforce strict adherence to quality of service standards regarding the provision of Internet service. The Internet service pricing regime must favour the use of the Internet for learning purposes.Originality/valueThe study adopted a mixed method approach to explore MOOC usage in a West African university context. The non-significance of two key UTAUT variables (effort expectancy and social influence) points to a key difference between the application of adoption and usage models to information systems compared to e-learning systems. Additionally, three other variables, namely information-seeking behaviour, functional Internet access and teacher motivation, were found to impact MOOC usage. The study presents a model of MOOC usage (MMU).

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Section: Discussion Of Resultssupporting

confidence: 85%

Toward the development of a model of student usage of MOOCs

Fianu¹,

Blewett²,

Ampong

2020

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“…H 2 -Gahtani, 2016;Vululleh, 2018, Gao andYang, 2016;Mulik et al, 2016;Tao et al, 2019). As for innovative technology adoption, in MOOCs also higher PEU leads to higher PU which means that in order to increase the acceptability, MOOCs developers should keep the user platform simple, interactive and engaging (Aharony and Bar-Ilan 2016).…”

Section: H3mentioning

confidence: 99%

Acceptance of MOOCs as an alternative for internship for management students during COVID-19 pandemic: an Indian perspective

Singh

Sharma

2021

IJEM

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PurposeThe objective of this paper is to understand the benefits and utility of massive open online courses (MOOCs) as perceived by the student, vis-à-vis internship and determine the factors that influence student motivation and distraction in adoption of MOOCs.Design/methodology/approachAn empirical study is conducted through a survey; data are collected through a structured questionnaire. The technology acceptance model (TAM) is used as the base framework. For data analysis, Statistical Product and Service Solutions–Analysis of Moment Structures (SPSS–AMOS) 24.0 is used.FindingsThe impact of context-specific distinctive features of MOOCs and characteristics of students on user satisfaction are examined through perceived ease of use and perceived usefulness. In the study, it is found that positive social influence and better facilitating conditions improve perceived ease of use and perceived usefulness leading to a better user satisfaction. Self-regulation positively influences self-efficacy among students while pursuing MOOCs. Contrary to the past researches, it is found that in the pandemic environment self-efficacy is not impacting perceived ease of use, perceived usefulness and satisfaction.Practical implicationsThe findings of this study will benefit MOOCs developers and Higher Education Institutes (HEIs) in deeper understanding the significant factors affecting MOOC usage in higher education.Originality/valueThe study is ingrained to find the causes which will lead to user satisfaction of MOOCs by post-graduation students of B-schools in India. This is an original research and primary data has been collected for decision-making.

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“…Indeed, MOOCs have gained admiration from educational institutions and learners [46][47][48]. This kind of information communication technology provide huge open learning environment where instructors and students have the opportunity to communicate easily with no fairs.…”

Section: Mooc Is An Effective Educational Mean For Pllmentioning

confidence: 99%

Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

2021

IJETER

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Severalstudies stated that Computer Science (CS) students at Saudi Arabia universities face difficulties in programming languages learning (PLL) and need more assistance. Fortunately, Massive Open Online Courses (MOOCs) have been recognized as modern meansthat could be acceptable amongst CS learners. This piece of research aims to clarify the importance of enhancing PLL via MOOCs in Saudi Arabia. This research applied a quantitative research approach that utilized questionnaire as a research instrument. The survey was distributed among CS students to illustrate the current situation of the students’ need and acceptance of MOOCs on PLL. The investigation included 132 participants from different departments in the faulty of Computer Science (CS) at Umm Alqura University and Taif University in Saudi Arabia. The questionnaire results show that 98% believe that they need additional courses in PLL and 94% are accepting the idea of utilizing MOOCs on PLL, on the other hand, the results also show that 77% of the participants have not attended a single PLL course via MOOC. Other results and future research are discussed as wel

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Determinants of Acceptance of Massive Open Online Courses

Cited by 11 publications

References 10 publications

Toward the development of a model of student usage of MOOCs

Toward the development of a model of student usage of MOOCs

Acceptance of MOOCs as an alternative for internship for management students during COVID-19 pandemic: an Indian perspective

Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

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